Interactive Neighborhood Interactivity In Art Essay Interactive Read Aloud Interactive Reading Teacher-Student Interaction Essay

1. Interactive Neighborhood
Introduction Play is one of the best parts of being young. Children have the wonderful ability to
get lost in their own world for hours. Play is a very important part of childhood for a variety of
reasons. It allows for many growing opportunities and sparks creativeness. Since the passing of the
No Child Left Behind Act in 2001 there had been a decline in the amount of free play in young
grades. Fortunately, with more research, the link between play and learning is helping return it the
schools (Nicholson, Bauer, & Woolley, 2016). The main goals on Interactive Neighborhood for Kids
is to foster this idea of learning through play. They open many prospects for teachers, parents and the
community to make the connection between the two....show more content...
During this time, I would get to walk around and observe the children play while I helped the
staff. Each exhibit has a poster that explains how the exhibit helps foster learning in the areas of
role play, social sills, math, science, language arts and history. This chart is a useful tool of how
each exhibit could help be a transference of skills for teachers. While the children are busy
exploring and creating a world of imagination, they are actually learning skills that will be of much
use later in life and developing higher cognitive functions. They are enhancing abilities, moving
through social stages and learning new transferrable skills (Bodrova & Leong, 2015). The teacher
could find a way to connect the fun they had while at play with a concept they are learning in the
classroom. The play would be a memorable concept that they learned first–hand, even if they do not
realize it during the process (Slavin,
Get more content on HelpWriting.net

2. Interactivity In Art Essay
Interactivity In Art
Abstract:
This essay examines the nature of interactivity in the arts through a cybernetic model, to arrive at an
understanding of how interactive artworks can maintain and augment the subjectivity of the viewer.
The cybernetic discourse foregrounds the relationship between the physical artifact (machine and/or
work of art), the participant/spectator, and information/data/content. By examining the shifts in focus
from each part of the cybernetic equation, several models for interactivity in art emerge. In a search
for a definitive and user–centered working model of interactivity in the arts, a logical place to look
is at the history of cybernetics. Cybernetics, defined by Norbert Wiener in...show more content...
My object in writing is to examine interactivity in art from a local, personal point of view as an artist
involved in the design and production of interactive immersive virtual environments, and to
subsequently seek the construction, through historical and philosophical bricollage, of a model for
the conceptualization and actualization of consequent works of art. To this end, my attention will
finally turn to an evolving collaborative project that is constructing a low–budget, user–centered
model for the creation of an immersive virtual environment/augmented reality called "The Dance of
the Body w/o Organs".
According to the discourse surrounding interactive art, the art object is no longer static, no longer an
object of contemplation, but a dynamic, responsive engine able to tailor its construction and
outcome to the unique dataset of choices for each individual that enters its input field.
Often in my experience of interactive artworks, my physical action or signifying; that is, pushing a
button, triggering a sensor, etc; seems only related to the consequence or signification of my action
in a purely literal way, that is, push button, something occurs. Frequently I wonder what, on a less
obvious level, is the relationship between the trigger and the triggered? What if the
Get more content on HelpWriting.net

3. Interactive Read Aloud
On Tuesday October 4th, I got the opportunity to conduct my first–ever interactive read aloud. Even
though having done a read aloud before, this was the first time with an activity, so it made me
more nervous then normal. By conducting the read aloud helped me because I was able to identify
certain areas that I need to improve in, and areas of my successes. I taught the interactive read aloud
to two groups of students, first being advanced learners and second being proficient learners. Each
group had four students, with one group consisting of all girls and the other all boys. This lesson was
conducted at the teacher table, so I would have sufficient amount of space. The teacher at this time
was administering nine–week exams at one of the...show more content...
The reason I conclude this is because the first group gave me their undivided attention. All the
students in the first group were very interested in the book, maybe because of the tone in which the
book was read. The second group however, had a student that seemed uninterested during the reading
and the activity. I had to pause the reading periodically to get the student to pay attention. During
the activity the student would not answer questions that I asked the whole group. The student also
looked at another students work when all the students were instructed to complete their activity.
Trying to get this student to get involved with the reading and the activity was very difficult. For
students similar to this student, I would select a book of his/her interest in my future teaching.
Overall, the read aloud lesson was a great experience in which I learned many aspects about
myself. I believe that conducting more read aloud lessons would help me improve in tone and
fluency for reading. Also, in my opinion, an interactive read aloud is a great way to assess
students' knowledge of the central message of a book. I will use the interactive read aloud lesson in
my future classroom ever change I get to help my students be
Get more content on HelpWriting.net

4. Interactive Reading
Name: Justen HansenHour: 3
Interactive Reading Log #5
Name of book and author – I am David, by Anne Holm
Summarizing – After he left Maria's house, he started traveling again. He eventually made it to
Switzerland by way of hitchhiking. On his way from Italy to switzerland, he meets a woman. The
woman's name is Sophie. Since he hadn't seen himself much before, he asked if she would paint
a portrait of him. She paints him a self portrait. Her and David share lunch at her house. While he
is there, he sees a picture of a woman. She says it was a jewish woman whose husband and son
had been killed and she had been spared. He realizes his mission now. He thinks this woman is his
mother and sets out to find her. He comes across a farm and stays for the winter as a slave. He gets
to stay...show more content...
He narrows the areas down to the street by asking around. He figures out the address and
approaches the house. He knows this is it, so he knocks on the door. A woman answered the
door. The rest goes "Then David said in French 'Madame... I am David. I am... ' He could say no
more. The woman looked into his face and said clearly and distinctly, 'David... my son David... '."
The End
1. This question would be for (circle one)
Author: Is there another book?
2. This COMMENT would be for
Character: Congratulations on achieving your goal!
3. This question would be for
Character: What was the hardest part of your journey?
1. What in this section of the book did you find surprising or unexpected? It was surprising when
the dog ran out to save his life.
3. Describe any symbolism that you have found in this section of your reading.
TEXT TO SELF Well, I haven't had any experiences quite like this... but this kind of thing is
relatable. He went on a long journey, then in the end it all paid off. It is very rewarding to get the
result you wanted after doing lots of work. This happens to me a lot with school, sports, and
Get more content on HelpWriting.net

5. Teacher-Student Interaction Essay
Teacher–Student Interaction
Being able to determine what teachers expect from students and what students expect from teachers
is the key to creating positive classrooms that work. Teacher–Student interaction is a two way street;
The students relate to the teachers, and the teachers relate to the students. If teachers develop and
build upon self–esteem and mutual respect within their classrooms, the teachers will achieve
positive relationships with the students. Many years ago, power relationships and authority figures
in our society were clearly defined. Dad ruled the household; moms and kids complied. Bosses ruled
the work–place, and the workers who were brave enough to challenge them would lose their jobs.
Within this ranking order...show more content...
There comes a time when the students want to share their ideas to their professors and their
professors and their classmates. But the fear that holds the student back by not allowing him/her
to speak up is the fear of refusal and humiliation. Many students fear that by voicing their personal
opinions, the professor will not only turn their back on them but give the student a bad grade for
not agreeing with the professor's views. In the case of the maverick student, the professor allowed
the other students to embarrass the maverick student. "The class learned that bringing out such
controversial views would carry a high social cost. They would be less likely to repeat the 'error'
of their fellow student" (Chenney 113). Many students ideas and point of view are not respected by
the professor and the students. In the case of the maverick student, the professor should not have
allowed his classmates to embarrass him. There are ways that a professor and students can express
their own views without having to attack someone else. Professors and student should respect the
fact that not everyone will think like them, and that everyone views things differently. If the
professor and the students show respect toward everyone's point of view, the class will be more
responsive and will feel more comfortable asking and answering questions.
Get more content on HelpWriting.net